Welcome Introduction to Gifted Local Certificate Professional Development Course 1 of 3
Norms and Legislation • Article 9b • § 115C‑150.5. Academically or intellectually gifted students. • The General Assembly believes the public schools should challenge all students to aim for academic excellence and that academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).) • More details at: • http://www.ncleg.net/enactedlegislation/statutes/html/bychapter/chapter_115c.html
Certificate vs. Licensure • This professional development is the first of three mini-courses which will allow teachers to learn about the characteristics and identification of gifted students. This professional development will include face-to-face and online components. Upon successful completion of the three mini-courses, a teacher will earn the Onslow County Schools certificate for teaching gifted students. The other two courses will focus on differentiation, co-teaching, and the social/emotional needs of gifted learners. • This professional development does not lead to a license for teaching gifted students (a license can only be earned through a series of university courses). The local certificate will meet the requirements of Standard 3D of the NC AIG Program Strategic Plan.
Let’s Sort These People Out Person #1 Recently divorced, penniless, and a single parent Wrote book on an old manual typewriter-Book was rejected by 12 different publishers Was told to get a day job because there was no money in children’s’ books Person #2 65 years old social security check was $105-Slept in his car Idea was rejected 1009 times Person #3 First company went bankrupt Was fired by a news editor because he lacked imagination and had no good ideas Was told over 300 times that his ideas did not merit financing Person #4 Couldn’t speak at age 4 couldn’t read at age 7 Parents and teachers thought he was mentally handicapped Dropped out of school and was a “draft dodger” Person #5 Cut from high school basketball team Missed more than 9,000 shots and lost almost 300 games On 26 occasions I have been entrusted to take the game winning shot, and I missed Person #6 Was told “guitar groups are on the way out” Was told that you have no future in show business Person #7 Painted over 800 pieces of art Sold only 1 to a friend during entire lifetime Person # 8 Foster kid, high school drop-out to get married Was told wasn’t pretty enough to be an actress or model First contract for work expired due to limited work Was given parts that personified “beautiful, clueless girl that manipulates others” Person #9 Screen test comments: Can't act-Can't sing-Slightly bald-Can dance a bit Person #10 15 years trying to create an idea/invention Used almost entire life savings 5,126 prototypes
Gifted or Not? • Person #1-JK Rowling • Person #2-Colonel Sanders-KFC • Person #3-Walt Disney • Person #4-Albert Einstein • Person #5-Michael Jordan • Person #6-Beatles • Person #7-Vincent Van Gogh • Person #8-Marilyn Monroe • Person #9-Fred Astair • Person #10-Sir James Dyson
Have you ever… 1. Forced them to remain at the “right” grade level. Surely the arbitrary grade/chronological age partnership sprang fully formed from the head of Zeus and must be adhered to at all costs. No “skipping” allowed! We frown on skipping! That’s like cutting in line. It’s cheating.
Have you ever… 2. Insisted that they show their work, even though every single answer is correct and they have known how to do that type of problem for three years. Show your work! How else will we find points to deduct?
Have you ever… 3. Made them read along with much slower readers. Think nails on a chalkboard. The Supreme Court has ruled this to be cruel and unusual punishment. Well, perhaps not unusual, but definitely cruel. To fully understand what this is like for a gifted kid, find a cassette tape and play it at half speed. Then ask yourself questions about what you heard. Right after you pull the hot poker out of your eye.
Have you ever… 4. Placed them in a classroom with more typical learners and don’t do anything to accommodate the giftedness. If they finish early every single day with every single assignment, so much the better! Hey, that’s what books are for! As Marie Antoinette said, “Let them read books!” Or words to that effect. Bonus points for making them stop reading right at the best part.
Have you ever… 5. Said, “You’re so smart, you should be able to do this.” This is the best way to get a gifted kid to shut down like a check-out line at Wal-mart on Christmas Eve. Also useful: “So you think you’re so smart…”
Have you ever… 6. Refused to allow them to play with older or younger kids. It’s just not healthy. They need to get along with their age-group peers to prepare them for life in the real world. I mean, all of your friends are your same exact chronological age, right? Also, extra points for forcing them to be social and not allowing alone time.
Have you ever… 7. Moved on when the unit on wolves is over, there will be no more learning about wolves (or hurricanes, or the quadratic formula, or quantum physics). The unit is over! We are moving on! You are still interested, you say? You’d like to delve deeper? Too bad! Time marches on, and the state-mandated test date approaches. No time for interest-driven learning for the sake of learning!
Have you ever… 8. More-ferentiated! This is Differentiation’s evil imposter. With more-ferentiation, you just give more of the same work, not different work. See how that works? Genius! They’re too busy to complain about being done, and if they refuse to do the work, you can say that it’s a discipline problem and send them to the office! Plus, you don’t have to do anything. You can just use old worksheets you’ve had for sixty years that you copied on a mimeograph. What a fantastic strategy!
Have you ever… 9. Expected them to “act gifted” all of the time. Gifted kids should always get 100′s on every assignment, always get everything the first time it’s explained, always turn in their work on time, and essentially be the Mary Poppins of school (practically perfect in every way). If they don’t measure up to this standard, they’re probably not gifted and should be moved to the “regular” class.
Have you ever… 10. Made them practice work they already know over and over. It’s good for them. It’s like the educational equivalent of the movie “Groundhog Day.”
Quick Objectives • Understand the purpose of gifted education • Understand gifted learners and how they differ from non-identified learners • Understand contextual elements that facilitate the talent development of gifted learners Question…Should we tell gifted kids the objectives up front?
Jobs Requiring Postsecondary Degree = 2:1 (Council of Economic Advisors, 2009)
Classroom Differentiation (Archambault et al., 1993; Westberg & Daoust, 2003)
Cognitive disability Gifted Below average Above average Average 0.13% 0.13% 2.14% 13.59% 34.13% 34.13% 13.59% 2.14% How Are Learners Different? General Intellectual Functioning
Characteristics of Giftednessin School When Compared to Same Age, Experience, or Environment (LEP, F/R Lunch, etc.)
Differentiated Curriculum and Instruction You do not have to teach all of the standards to all the students, but you must show that all students have mastered all standards. Preassessment is key: Find out what students already know and use the time you would have spent teaching those concepts differently. Curriculum for high-ability students goes beyond grade-level standards and goes deeper than grade-level content.
Instruction Is a Qualitatively Different Experience • It is a different experience with all aspects of learning. • It is a planned sequence of experiences that builds to greater goals, big ideas, broader understandings, more comprehensive foundations, more critical thinking, and more opportunities for creative thinking. • A child does not have this intellectual capacity only when it is convenient for the school. The learning experience needs to match the intellectual capabilities of the child in all areas of the curriculum or in the specific academic area where the child has high ability.
Remember Instructional Time: Bloom’s Taxonomy Regular Curriculum vs. Curriculum for Advanced Potential
What Predicts? (Adelman, 1999, 2006)
Predictors: ACT Research (2008) Eighth-grade students’ academic achievement has a larger impact on their readiness for college than anything that happens academically in today’s high schools.
AP Indicator of College Completion (Adelman, 1999, 2006)
Next Steps • EdmodoSite • Face-to-Face- Virtual- Both? • Session One Files and Reminders: http://onslowaig.weebly.com/session-1-overview-of-gifted-education.html • Future Meeting Dates: • Monday, February 3, 2014 • Monday, February 10, 2014 • Monday, March 3, 2014 • Monday, March 10, 2014 • Monday, March 17, 2014